Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos
Ano de defesa: | 2016 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
Departamento: |
Faculdade de Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/19453 |
Resumo: | Previous studies showed that Cognitive Psychology has been contributing a lot for the development of the scientific knowledge about the initial learning of reading and writing. Many intervention programs have proved that working with metalinguistics abilities can accelerate the initial learning of writing and reading, especially when it is referred to phonological awareness and, specifically to the phonemic awareness. According to the literature, the present study verified the effects of a learning program of an alphabetic system using Montessorian materials that correspond to the characteristics of the metalinguistic approach, to impel the learning process of six-year-old children that present lower performance in reading and writing when compared to children the same age and school. The research was accomplished in a private school located in the ABC paulista area. The participants were 40 students enrolled in the Year 1 of the Elementary School, with average of 6 and a half years old. There were two groups: Intervention Group (IG), composed by 20 children who presented lower performance in the reading and writing ability in an initial assessment done in March by the teacher from Year 1; and the Comparison Group (CG), composed by 20 children that were randomly chosen among the ones with medium to above medium performance in the same assessment done in March. The data collection was composed of four moments: the initial assessment, done in March by the teachers from the regular classes; the assessment before the intervention program, done only for the IG, in June, by the researcher; the partial assessment of reading and writing, done in September by the researcher in both groups, IG and CG; and the final assessment, done in December by the researcher, also in both groups. The intervention program was composed by 30 Montessorian Literacy games, and only the children from the IG group participated in this program. The results showed positive effects of the intervention program on the development of the IG children in the writing abilities as well as the reading ones, when a comparison was made. But, when the children from both groups were compared, there was no statistically significant difference, which makes us conclude that, after the intervention, the children from IG presented a performance as good as the children from CG |
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Maluf, Maria Reginahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8066769E2Furtado, Daniela Tubini2016-11-30T16:16:42Z2016-10-14Furtado, Daniela Tubini. Psicologia cognitiva e alfabetização: impacto da instrução fônica apoiada em materiais montessorianos. 2016. 163 f. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19453Previous studies showed that Cognitive Psychology has been contributing a lot for the development of the scientific knowledge about the initial learning of reading and writing. Many intervention programs have proved that working with metalinguistics abilities can accelerate the initial learning of writing and reading, especially when it is referred to phonological awareness and, specifically to the phonemic awareness. According to the literature, the present study verified the effects of a learning program of an alphabetic system using Montessorian materials that correspond to the characteristics of the metalinguistic approach, to impel the learning process of six-year-old children that present lower performance in reading and writing when compared to children the same age and school. The research was accomplished in a private school located in the ABC paulista area. The participants were 40 students enrolled in the Year 1 of the Elementary School, with average of 6 and a half years old. There were two groups: Intervention Group (IG), composed by 20 children who presented lower performance in the reading and writing ability in an initial assessment done in March by the teacher from Year 1; and the Comparison Group (CG), composed by 20 children that were randomly chosen among the ones with medium to above medium performance in the same assessment done in March. The data collection was composed of four moments: the initial assessment, done in March by the teachers from the regular classes; the assessment before the intervention program, done only for the IG, in June, by the researcher; the partial assessment of reading and writing, done in September by the researcher in both groups, IG and CG; and the final assessment, done in December by the researcher, also in both groups. The intervention program was composed by 30 Montessorian Literacy games, and only the children from the IG group participated in this program. The results showed positive effects of the intervention program on the development of the IG children in the writing abilities as well as the reading ones, when a comparison was made. But, when the children from both groups were compared, there was no statistically significant difference, which makes us conclude that, after the intervention, the children from IG presented a performance as good as the children from CGEstudos anteriores demonstraram que a Psicologia Cognitiva vem contribuindo muito para o desenvolvimento do conhecimento científico sobre a aprendizagem inicial da leitura e da escrita. Diversos programas de intervenção têm comprovado que o trabalho com habilidades metalinguísticas pode acelerar o aprendizado inicial da escrita e da leitura, principalmente no que se refere à consciência fonológica e, especificamente, à consciência fonêmica. Com base na literatura, o presente estudo verificou os efeitos de um programa de ensino do sistema alfabético utilizando materiais montessorianos, que correspondem às características do enfoque metalinguístico, para impulsionar a aprendizagem das crianças de seis anos que apresentaram menor desempenho em leitura e escrita quando comparadas a crianças de mesmas idade e escola. A pesquisa foi realizada em uma escola da rede privada localizada na região do ABC paulista. Participaram desse estudo 40 alunos matriculados no 1° ano de Ensino Fundamental, com média de seis anos e meio de idade. Foram constituídos dois grupos: Grupo de Intervenção (GI), composto por 20 crianças que apresentaram menor desempenho nas habilidades de leitura e escrita em uma avaliação inicial realizada no mês de março pelas professoras titulares do 1º ano; e Grupo de Comparação (GC), composto por 20 crianças que foram sorteadas entre as que tiveram desempenho médio ou acima da média, na mesma avaliação realizada no mês de março. A coleta de dados foi composta por quatro momentos: a avaliação inicial, aplicada no mês de março pelas professoras titulares das salas regulares; a avaliação antes do programa de intervenção, aplicada somente para o GI, no mês de junho, pela pesquisadora; a avaliação parcial de leitura e escrita, aplicada no mês de setembro pela pesquisadora, nos dois grupos, GI e GC; e avaliação final, aplicada no mês de dezembro pela pesquisadora, também nos dois grupos de alunos. O programa de intervenção foi composto por 30 jogos de alfabetização montessorianos, e somente as crianças do GI participaram desse programa. Os resultados mostraram efeitos positivos do programa de intervenção sobre o desempenho das crianças do GI tanto nas habilidades de escrita quanto nas de leitura, porém, quando foi feita a comparação entre as crianças dos dois grupos, não houve diferença estatisticamente significativa, o que nos permite afirmar que, após a intervenção, as crianças do GI apresentaram desempenho tão bom quanto as crianças do GCCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/40253/Daniela%20Tubini%20Furtado.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoPsicologia cognitivaAprendizagem inicial da escrita e da leituraMateriais montessorianosCognitive PsychologyInitial learning of reading and writingMontessorian materialsCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMPsicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianosCognitive Psychology and Literacy: phonics instruction supported impact montessorian materialsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTDaniela Tubini Furtado.pdf.txtDaniela Tubini Furtado.pdf.txtExtracted texttext/plain222081https://repositorio.pucsp.br/xmlui/bitstream/handle/19453/4/Daniela%20Tubini%20Furtado.pdf.txt689a4490a5137728c2f41769d446577fMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos |
dc.title.alternative.eng.fl_str_mv |
Cognitive Psychology and Literacy: phonics instruction supported impact montessorian materials |
title |
Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos |
spellingShingle |
Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos Furtado, Daniela Tubini Psicologia cognitiva Aprendizagem inicial da escrita e da leitura Materiais montessorianos Cognitive Psychology Initial learning of reading and writing Montessorian materials CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
title_short |
Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos |
title_full |
Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos |
title_fullStr |
Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos |
title_full_unstemmed |
Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos |
title_sort |
Psicologia Cognitiva e Alfabetização: impacto da instrução fônica apoiada em materiais montessorianos |
author |
Furtado, Daniela Tubini |
author_facet |
Furtado, Daniela Tubini |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Maluf, Maria Regina |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8066769E2 |
dc.contributor.author.fl_str_mv |
Furtado, Daniela Tubini |
contributor_str_mv |
Maluf, Maria Regina |
dc.subject.por.fl_str_mv |
Psicologia cognitiva Aprendizagem inicial da escrita e da leitura Materiais montessorianos |
topic |
Psicologia cognitiva Aprendizagem inicial da escrita e da leitura Materiais montessorianos Cognitive Psychology Initial learning of reading and writing Montessorian materials CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Cognitive Psychology Initial learning of reading and writing Montessorian materials |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
Previous studies showed that Cognitive Psychology has been contributing a lot for the development of the scientific knowledge about the initial learning of reading and writing. Many intervention programs have proved that working with metalinguistics abilities can accelerate the initial learning of writing and reading, especially when it is referred to phonological awareness and, specifically to the phonemic awareness. According to the literature, the present study verified the effects of a learning program of an alphabetic system using Montessorian materials that correspond to the characteristics of the metalinguistic approach, to impel the learning process of six-year-old children that present lower performance in reading and writing when compared to children the same age and school. The research was accomplished in a private school located in the ABC paulista area. The participants were 40 students enrolled in the Year 1 of the Elementary School, with average of 6 and a half years old. There were two groups: Intervention Group (IG), composed by 20 children who presented lower performance in the reading and writing ability in an initial assessment done in March by the teacher from Year 1; and the Comparison Group (CG), composed by 20 children that were randomly chosen among the ones with medium to above medium performance in the same assessment done in March. The data collection was composed of four moments: the initial assessment, done in March by the teachers from the regular classes; the assessment before the intervention program, done only for the IG, in June, by the researcher; the partial assessment of reading and writing, done in September by the researcher in both groups, IG and CG; and the final assessment, done in December by the researcher, also in both groups. The intervention program was composed by 30 Montessorian Literacy games, and only the children from the IG group participated in this program. The results showed positive effects of the intervention program on the development of the IG children in the writing abilities as well as the reading ones, when a comparison was made. But, when the children from both groups were compared, there was no statistically significant difference, which makes us conclude that, after the intervention, the children from IG presented a performance as good as the children from CG |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-11-30T16:16:42Z |
dc.date.issued.fl_str_mv |
2016-10-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Furtado, Daniela Tubini. Psicologia cognitiva e alfabetização: impacto da instrução fônica apoiada em materiais montessorianos. 2016. 163 f. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19453 |
identifier_str_mv |
Furtado, Daniela Tubini. Psicologia cognitiva e alfabetização: impacto da instrução fônica apoiada em materiais montessorianos. 2016. 163 f. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
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https://tede2.pucsp.br/handle/handle/19453 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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Pontifícia Universidade Católica de São Paulo |
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